-
1 Intelligence
There is no mystery about it: the child who is familiar with books, ideas, conversation-the ways and means of the intellectual life-before he begins school, indeed, before he begins consciously to think, has a marked advantage. He is at home in the House of intellect just as the stableboy is at home among horses, or the child of actors on the stage. (Barzun, 1959, p. 142)It is... no exaggeration to say that sensory-motor intelligence is limited to desiring success or practical adaptation, whereas the function of verbal or conceptual thought is to know and state truth. (Piaget, 1954, p. 359)ntelligence has two parts, which we shall call the epistemological and the heuristic. The epistemological part is the representation of the world in such a form that the solution of problems follows from the facts expressed in the representation. The heuristic part is the mechanism that on the basis of the information solves the problem and decides what to do. (McCarthy & Hayes, 1969, p. 466)Many scientists implicitly assume that, among all animals, the behavior and intelligence of nonhuman primates are most like our own. Nonhuman primates have relatively larger brains and proportionally more neocortex than other species... and it now seems likely that humans, chimpanzees, and gorillas shared a common ancestor as recently as 5 to 7 million years ago.... This assumption about the unique status of primate intelligence is, however, just that: an assumption. The relations between intelligence and measures of brain size is poorly understood, and evolutionary affinity does not always ensure behavioral similarity. Moreover, the view that nonhuman primates are the animals most like ourselves coexists uneasily in our minds with the equally pervasive view that primates differ fundamentally from us because they lack language; lacking language, they also lack many of the capacities necessary for reasoning and abstract thought. (Cheney & Seyfarth, 1990, p. 4)Few constructs are asked to serve as many functions in psychology as is the construct of human intelligence.... Consider four of the main functions addressed in theory and research on intelligence, and how they differ from one another.1. Biological. This type of account looks at biological processes. To qualify as a useful biological construct, intelligence should be a biochemical or biophysical process or at least somehow a resultant of biochemical or biophysical processes.2. Cognitive approaches. This type of account looks at molar cognitive representations and processes. To qualify as a useful mental construct, intelligence should be specifiable as a set of mental representations and processes that are identifiable through experimental, mathematical, or computational means.3. Contextual approaches. To qualify as a useful contextual construct, intelligence should be a source of individual differences in accomplishments in "real-world" performances. It is not enough just to account for performance in the laboratory. On [sic] the contextual view, what a person does in the lab may not even remotely resemble what the person would do outside it. Moreover, different cultures may have different conceptions of intelligence, which affect what would count as intelligent in one cultural context versus another.4. Systems approaches. Systems approaches attempt to understand intelligence through the interaction of cognition with context. They attempt to establish a link between the two levels of analysis, and to analyze what forms this link takes. (Sternberg, 1994, pp. 263-264)High but not the highest intelligence, combined with the greatest degrees of persistence, will achieve greater eminence than the highest degree of intelligence with somewhat less persistence. (Cox, 1926, p. 187)There are no definitive criteria of intelligence, just as there are none for chairness; it is a fuzzy-edged concept to which many features are relevant. Two people may both be quite intelligent and yet have very few traits in common-they resemble the prototype along different dimensions.... [Intelligence] is a resemblance between two individuals, one real and the other prototypical. (Neisser, 1979, p. 185)Given the complementary strengths and weaknesses of the differential and information-processing approaches, it should be possible, at least in theory, to synthesise an approach that would capitalise upon the strength of each approach, and thereby share the weakness of neither. (Sternberg, 1977, p. 65)Historical dictionary of quotations in cognitive science > Intelligence
См. также в других словарях:
education — /ej oo kay sheuhn/, n. 1. the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life. 2. the act or process of… … Universalium
Economic Affairs — ▪ 2006 Introduction In 2005 rising U.S. deficits, tight monetary policies, and higher oil prices triggered by hurricane damage in the Gulf of Mexico were moderating influences on the world economy and on U.S. stock markets, but some other… … Universalium
Laborem Exercens — was an encyclical written by Pope John Paul II in 1981, on human work. It is part of a larger body of writings known as Catholic social teaching, that trace their origin to Rerum Novarum which was issued by Pope Leo XIII in 1891.External links*… … Wikipedia
technology, history of — Introduction the development over time of systematic techniques for making and doing things. The term technology, a combination of the Greek technē, “art, craft,” with logos, “word, speech,” meant in Greece a discourse on the arts, both… … Universalium
china — /chuy neuh/, n. 1. a translucent ceramic material, biscuit fired at a high temperature, its glaze fired at a low temperature. 2. any porcelain ware. 3. plates, cups, saucers, etc., collectively. 4. figurines made of porcelain or ceramic material … Universalium
China — /chuy neuh/, n. 1. People s Republic of, a country in E Asia. 1,221,591,778; 3,691,502 sq. mi. (9,560,990 sq. km). Cap.: Beijing. 2. Republic of. Also called Nationalist China. a republic consisting mainly of the island of Taiwan off the SE coast … Universalium
France — /frans, frahns/; Fr. /frddahonns/, n. 1. Anatole /ann nann tawl /, (Jacques Anatole Thibault), 1844 1924, French novelist and essayist: Nobel prize 1921. 2. a republic in W Europe. 58,470,421; 212,736 sq. mi. (550,985 sq. km). Cap.: Paris. 3.… … Universalium
biblical literature — Introduction four bodies of written works: the Old Testament writings according to the Hebrew canon; intertestamental works, including the Old Testament Apocrypha; the New Testament writings; and the New Testament Apocrypha. The Old… … Universalium
Germany — /jerr meuh nee/, n. a republic in central Europe: after World War II divided into four zones, British, French, U.S., and Soviet, and in 1949 into East Germany and West Germany; East and West Germany were reunited in 1990. 84,068,216; 137,852 sq.… … Universalium
literature — /lit euhr euh cheuhr, choor , li treuh /, n. 1. writings in which expression and form, in connection with ideas of permanent and universal interest, are characteristic or essential features, as poetry, novels, history, biography, and essays. 2.… … Universalium
Spain — /spayn/, n. a kingdom in SW Europe. Including the Balearic and Canary islands, 39,244,195; 194,988 sq. mi. (505,019 sq. km). Cap.: Madrid. Spanish, España. * * * Spain Introduction Spain Background: Spain s powerful world empire of the 16th and… … Universalium
